Students will launch the project by examining outbreak evidence, community concerns, and early historical-data connections, then organize initial questions and claims that will guide later research, empathy work, and design decisions.

Students will gather firsthand and source-based evidence about infectious disease spread, compare a modern outbreak with the Black Death, synthesize user needs from community and clinic perspectives, and build a shared evidence board that identifies patterns, questions, risks, and design constraints for the next phase.

Students will synthesize outbreak research, historical comparison evidence, community input, and quantitative analysis into a focused How Might We statement and a prioritized design brief. They will define user-centered criteria, constraints, tradeoffs, and language-access needs, then draft a policy brief or public health campaign scope that clearly connects the problem to historical patterns, data, and stakeholder evidence.

Students will generate multiple evidence-based solution pathways for their policy brief or public health campaign and infection-reducing device, build rapid low-fidelity prototypes, test them with peers and a community health partner, and document how feedback changes their design choices.

Students will use critique, user validation, and evidence-based revision to strengthen their infection-prevention prototype and multilingual policy or campaign materials, then prepare a stakeholder-facing presentation that clearly explains how historical comparison, statistics, community input, and design testing shaped their recommendations.

Students will present their finalized policy brief or multilingual public health campaign and infection-prevention prototype to an authentic audience, gather final response-card evidence from community members and clinic partners, and complete an individual reflection explaining how historical comparison, statistics, user feedback, and revision shaped their recommendations.